机能实验创新性教学中的导向与质控方法研究

目的探索机能实验课程创新性教学中的导向与质控方法。方法整群抽样一个实验班的学生作为试验对象,以其它可比性学生为对照,在完成教学任务和建立评分体系的基础上,新增实验设计、论文写作练习、学生科研实验等教学内容,并将这些内容与实验操作、实验报告、理论考试等传统考试考核内容一起纳入学生成绩评分体系。结果试验学生在前、后两个阶段比较,实验设计的评分(5分制)分别为(0.0±0.0)分,(2.0±0.8)分,P<0.05;论文写作练习的评分(5分制)分别为(0.0±0.0)分,(2.0±0.4)分,P<0.05。试验学生与对照学生比较,理论考试成绩(教考分离,30分制)分别为(24.6±2.3)分,(22.4±3.3)分,P<0.05;自愿参与课外科研实验的构成比分别为37.0%,0.0%,P<0.01,分别完成科研论文2篇、0篇。结论在学分制环境下,分数在机能实验创新性教学中的导向与质控作用十分有效,可推广应用于该课程和其它相关课程的教学。

Study on the Orientation of Creativity-oriented Teaching and Quality Control Methods in Functional Experiment Course

Objective To explore the orientation of creativity-oriented teaching and quality control methods in functional experiment course.Methods The college students of one class were sampled as experimental group and other comparable students were regarded as controls.Apart from the teaching plan and self-designed marking system,some new teaching contents were added such as design of experiments,exercises of paper writing and scientific experiments.These students' final scores were obtained based on these contents and traditional examination contents including experiment operations,experiment reports and theory examination scores.Results The sampled students' marks in experiments design were 0.0±0.0 and 2.0±0.8 in the early stage and the late stage,respectively(P<0.05);their marks in the exercises of paper writing were 0.0±0.0 and 2.0±0.4 in the 5-point scaling system(P<0.05).The sampled students and the control students had examination scores were 24.6±2.3 and 22.4±3.3 out of the total score of 30(P<0.05).The proportion of those who volunteered to participate in scientific experiments after class was 37.0% and 0.0% in the two groups(P<0.01),and the sampled students finished two papers as co-authors while the controls finished none.Conclusion Marks can be used as an effective means in the orientation of creativity-oriented teaching and quality control of functional experiments and some other related experiment courses.